In my last post I talked about the connection between an IEP and AT. Again, part of the IEP process can be discussing if a student could benefit from AT; then from there, the IEP team either decides the student does not need AT or that they do need AT and then figures out what device would be most appropriate for the student.
In my next few posts I will be taking a look at an IEP (present levels and annual goals) and then briefly discussing how a specific device would best help that student. Here is an IEP for a student named Becky:
Present Level of Academic Achievement and Functional Performance: Becky is learning to read and is anxious to complete writing assignments with her peers. She is not able to produce handwritten material due to severe spastic quadriplegia. Becky is interested in using the computer and has been introduced to it. The staff has helped Becky experiment with several switches in a variety of locations. She seems to be most accurate using a switch mounted next to her head.
Annual Goal: Becky will use a single switch mounted on a switch-mounting arm positioned to the right side of her head and scanning software to access the computer 9 out of 10 times for a variety of educational assignments.
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| The Big Beamer switch |
Also it has been recommended for Becky to use scanning software along with the single switch on her head. (See my earlier post “Scan and Read Software”). These devices will help Becky become even more familiar with the computer and hopefully increase her ease in completing writing assignments.
Reference: IEPs written by the Wisconsin Assistive Technology Initiative and CITE
http://www.ablenetinc.com/Assistive-Technology/Switches/Jelly-Beamer-and-Big-Beamer-plus-Receivers
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